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Preface
Models of Teaching connects educators— new and experienced teachers, school
and district administrators, school and literacy coaches, providers of profes-
sional development, and college educators— to a storehouse of well- developed
and studied ways of teaching. These models have strong rationales, use different
lines of research, and provide expected student learning examples. All of them
are informed by the experience of the hundreds of educators who have used and
refined them. Thus, the models represent a base for professional teaching—
professional meaning “using research to guide practice.”
Years ago many educators expected that research on teaching would result
in a single model that was superior for all types of educational objectives. How-
ever, that was not the case when Bruce Joyce began writing Models of Teaching,
and it is not the case today. Excellent teaching is made up of a repertoire of
models that are very good for particular purposes but need to be assembled to
generate a top- drawer learning environment for our students. In other words,
teaching is not a one- dimensional operation. Rather, teaching reaches toward
different students and across disciplines, responsible for a panoply of standards
that require corresponding sets of teaching strategies and ways of reaching
students.
Even today some policymakers hope that research will boil down the char-
acteristics of effective teaching into a few principles. Though there are, in fact,
some things that we all should do as teachers— and other things we should
avoid— the kinds of teaching that will make the most difference to our students
and give them the skills for lifelong learning are embodied in teaching strate-
gies or models that provide those skills.
Although the comparison of various professions to medicine is somewhat
shopworn, there are important parallels here. In medicine, we don’t have one
antibiotic, one regimen, one type of test. Furthermore, some medical special-
ties are directed toward prevention as well as treatment. Complicating the
assessment of both preventive measures and treatment is that interactions are
probabilistic. Obesity is bad for the heart, but some thin people have heart
trouble. In education we have models that help students learn how to think
more clearly, to organize information better, to feel more confident— but like
medical treatments, educational treatments are probabilistic. Education is not
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xviii PrEFaCE
like a game of billiards, where a properly struck ball goes where it is supposed
to all the time. In our case, it is most of the time.
Over the last 30 years, three important developments have enhanced teach-
ing. One is the continued research on particular models and the development
of new ones. Refinements have enhanced their effectiveness. The second is the
development of combinations of models into curricula that have great power.
Third is the development of electronic technologies that enlarge the library and
bring massive amounts of information into the classrooms of even the young-
est children. In modern classrooms, hundreds of physical books— fiction and
nonfiction— surround the students, and electronic media access to vast re-
sources provides encyclopedias and dictionaries that represent a real advance
over print media. The Internet connects modern classrooms to a global net-
work. The study of history is supported by original documents that are easy to
access, including graphic material such as the 1,000,000 photos in the Library
of Congress collection (www.loc.gov). NASA provides information about space
exploration that was available to only a few insiders a dozen years ago.
ScienceFriday.com is a delightful site for students and teachers, with simula-
tions available to incorporate into units and courses. Email enables any class
to be connected with classes in many of the countries of the world. Young chil-
dren can follow Jane Goodall’s career from her earliest studies to the develop-
ment of the worldwide organization of children and adults who work together
to create a better environment for all living things (including ourselves).
A note on information and communication technology (ICT) promises
and worries: Everybody can profit by reading The Shallows (Carr, 2010) and
Smarter Than You Think (Thompson, 2013). Carr lays out the worries that ICT
will have seriously negative effects on certain skills and habits. For example,
is the use of GPS navigation systems eroding skills in understanding and using
maps? Can habitual web- surfing, tweeting, and texting friends generate a
goalless, immediate- gratification-oriented state of mind? Or , on balance will
the new activities generate new skills and intelligences? This debate will go on
for some time.
In our case, we have come from writing manuscript on yellow tablets and
typing the result with gallons of corrective fluid on hand. From there, the pro-
cess evolved to writing and communicating with editors with word processors
and graphics files. And at present the print book is also an ebook and is backed
up by www.modelsofteaching.org, which brings materials for instructors and
students and leads readers to video demonstrations of models, talks providing
tips for learning them, PowerPoint tutorials, and more. You don’t just write,
today, you relearn how to write.
However, as teachers, we need to teach the models of learning that enable
our students to understand and exploit the web and use the communication
channels to inform themselves and create global connections where interac-
tion with other societies and their cultures becomes the new normal.
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PrEFaCE xix
The newly developed science frameworks and literacy standards are
greatly improved over their predecessors and provide direction for K–12
teaching and learning. Thus, developed models of teaching can become even
more effective because support materials, both print and electronic, have
become richer.
Yet the field of education is being fiercely criticized at this time in history.
Governmental agencies are pressing schools with unprecedented force because
current examinations of student learning, particularly the national studies of
educational progress, have indicated serious problems. One such problem is
that a third or more of our students are not learning to read and write effec-
tively. How can that be, when teaching strategies and learning resources are
developing so well?
A major reason is that those powerful models of teaching are unknown to
many educators. They need to be known, learned, and used. This book and
the resources connected to it can enable new and experienced teachers to
broaden their repertoires, develop rich curricula, and enable all students to
succeed. All these models work well with students who come to school with
limited backgrounds and knowledge of the English language. Our cause is
passionate. Education is not only present life; it is also the life of the future.
As time passes, all of these models of teaching will be radically changed or
replaced by better ones. For now, let us give the students the best that we
know.
What students learn today affects their lives in the long term. When we
teach our children to read, we are helping them become lifelong readers. When
they are learning to work together, they are becoming collaborative citizens of
our democracy. When they learn science, they are developing the inquiry skills
and habits to educate themselves and solve current and future problems.
Teaching is helping people create themselves. The effects of a teacher’s
work are still maturing a half- century or more after students’ formal education
is completed.
New to this edition
|
This edition is enhanced by productive changes in the written prose, the
addition of pictures depicting the teaching/learning process in action, and
multimedia dimensions where video demonstrations are integrated with the
print book.
Multimedia additions include:
• Integrated demonstrations of models of teaching. The demonstrations
were captured in classrooms where expert teachers used the models of
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xx PrEFaCE
teaching with their students. These can be streamed on demand by both
instructors and students.
• The website, www.modelsofteaching.org, which extends additional sup-
port to learn the models of teaching with PowerPoint presentations, appli-
cation guides, and video talks.
Text updates include:
• Newly developed analyses of research and applications of the models.
Approximately 30 percent of the prose is new to this edition.
• Applications which demonstrate current policy for school improvement.
The models in the book are essential to the implementation of the new
Common Core State Standards.
• Updates which shape this book into a core text of Professional Learning
and School Improvement Initiatives.
• References to lines of research which constitute the field of education
can be found within the text and online at www.modelsofteaching.org. The
9th edition provides an extensive guide for graduate study in education.
Acknowledgments
|
Bruce and Emily cannot thank these folks enough.
Lisa Mueller has been a wonderful professional partner. She is a fine pro-
vider of professional learning opportunities and demonstrations. We have
made videos of her marvelous demonstrations, and they are used in many pro-
fessional learning programs. Her work has provided inspiration for this edition
of Models of Teaching.
Brendan Joyce is a great personal companion and has generously given us
his technical competence. The site modelsofteaching.org contains manuals,
peer-coaching guides, bibliographies, and papers on a number of topics related
to this text. The site leads to our storehouse of video demonstrations and links.
These and our blog, which enables readers to talk with us, are among Bren-
dan’s contributions.
Lori Kindrachuk, Ralph Kindrachuk, Marilyn and Walter Hrycauk, Ed
Witchen, Jim Jutras, and Kim Newlove have been wonderful companions in
the organization of our recent Canadian excursions in school enhancement
through professional learning.
Grant Dougall, Sharon Champ, and Mary Bishop are enjoyable friends and
colleagues and worked with us to develop videos and other materials. For a
sample of Mary’s books, take a look at Tunnels of Time (2000).
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